人教新版英语三下《Unit 1 Lesson 4》教学设计
(新)人教版三下英语《Unit4 A 第一课时》教案(一等奖)
Unit 4Where is my car?Part A第一课时【教学目标】1. 能够听、说、认读单词：in, on, desk,under,chair.2.能够听、说、认读句型：Where is …？、It’s in/under/on …。
3. 能够听懂含有形容词的几个指令，并按照指令做动作。
【教学重难点】重点：能够在图片、实物或情景的帮助下运用句型“Where is…？—It’s in/under…”询问和回答物品所在。
难点：能使用学过的文具、食品等拓展Let’s play的练习。
【课前准备】教学挂图、教学光盘、人物头饰、物品图片、教学课件。
【教学过程】Step 1：Warm-up听一听，做一做。
请学生将铅笔盒、书包、钢笔、铅笔、书、尺子六种学习用品摆放在桌子上，教师说：Show me the pencils.学生快速举起铅笔并齐读：pencil。
用同一种方法练习其他文具类单词，看谁做得又快又好。
Step 2：Presentation1.教师拿出自己的铅笔盒，并说：This is my pencil box. 教师悄悄地把自己的铅笔盒藏起来，一边找一边问：Where is my pencil box?并借助自己的脸部表情帮助学生理解这句话的意思：我的铅笔盒在哪里?2.教师将自己的英语书藏起来，并接着问：Where is my book?3.教读“Where is…”句型，并板书，教师可以举更多的例子来帮助学生理解“Where is…”句型。
4.教师从桌子里拿出文具盒，并说：It’s in my desk.教师再将其他的东西放进桌子里，重读in,解释in的意思；同时将pencil box放在桌子底下，并说：It’s under my desk.板书单词：in,under.5.教师敲敲桌子，板书desk,并教读。
6.教师播放Let’s talk版块教学光盘，学生结合教学挂图，一边听录音，一边思考教师提出的问题Where is Zhang Peng’s pencil box? Where is his pencil? 教师可以结合语境点拨Silly me!的意思。
人教版新课标PEP《小学英语 三年级下册》说课稿Unit 4 Do you like pears A Let’s talk of说课稿(英文版)
Unit 4 Do you like pears? A Let’s talk of说课稿(英文版)Good morning, everyone! It's my great pleasure to be here sharing my teaching plan with you. Today I'm going to talk about Part A Let’s talk of Unit 4 Do You Like Pears in PEP Book 2.First, let me talk about the teaching material.The topic of this unit should be fruits. By study of this unit, Ss will be able to talk about likes and dislikes with the structures as Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Let’s have some …The study will help Ss use simple English in communication. Second, teaching aims.1.Aims to the language knowledgea. After learning, Ss will be able to listen, speak and recognize the plural forms of the new words, such as pears, peaches, oranges and so on.b.Ss will be able to listen, speak and recognize the structures, such as Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Let’s have some ….2.Aims to the language skills:a. Ss will be able to talk about likes and dislikes with the structures Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Let’s have some ….b. Ss will learn to use English to gather and present information.3. Aims to the learning strategiesa. Ss will be familiar with the new words of fruits and the structures by cycling in the survey and other activities.b. Ss will be able to do a survey focus on their favor of fruits with the structures.4. Aims to the emotions:a. Ss have interests and motivation for their further English learning.b. Ss have positive communicative awareness.Third, key points.Ss will be able to understand and talk about likes and dislikes with the structures Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Make sure that Ss can use the structure correctly and fluently.Fourth, difficult points.Ss can understand and say the plural forms of the new words.Fifth, teaching method.As we all know, the main instructional aims of learning English in primary school is to cultivate pupils’basic abilities of listening and speaking and their good sense of language. So in this lesson, I’ll mainly use “task-based”teaching method. That is to say, I’ll let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I’ll arrange many kinds of activities, like singing, guessing and so on. Sixth, learning methods.Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imaging, thinking, etc. And make preperation for completing the new study task. After feeling and comprehending the language points, let Ss obtain the knowledge actively by cooperative study. Thereby, develop Ss’abilities of studying and working with the learning language independently.Seventh, teaching aids.I will use the multimedia player and a colourful picture of a fruit shop. And I’ll also make a lively PPT which can attract Ss’attentions very well.Eighth, teaching procedures and purposes of my designing.I’ll teach this lesson in 5 parts.Part I. Warm-upAs language can be learned gradually but not immediately, it’s important for the teacher to find out the links between the language learnt and the new language items. It can lead Ss into the new language items naturally. In this class, Ss will sing a song and take part in free talk with the teacher to recall their memories. Ss will be guided to understand the questions What colour do you like? Do you like …? What about …? and try to express their own favors of colours with the structures I like …Yes./ No.Part II. PresentationThe main purpose of this step is to present new language items. Usually we’d better put it under a real situation.In this class, I will use a big picture of a fruit shop, and show small parts of it. They are in different colours and can help Ss guess What’s in the picture? According to Ss’answer, the new words of fruits will be showed. And next, there will be a quick-response activity which focus on the new words. Then the whole picture will be showed. It will brings Ss into a situation In a fruit shop. I think the way of presentation can really arouse Ss’interests very well. And Ss will be able to understand and say the plural forms of the fruit words with the structures learnt in Unit 3 How many …can you see? I can see …. Guide Ss to pay more attention on their pronunciation. With the help of the lively picture, I will ask S what they like and if they like pears/…. While asking and answering, I will use expression, gesture to help present the target language Do you like …? What about …? and acts as a demonstrator. At that time, three facial expression cards will be presented. I will use to present Yes, I do. Use to present No, I don’t. Use to present Yeah, very much. When Ss have understood the structures, I will get the class to repeat it all together.After that, Amy and her mother will be introduced. Ss will try to find Amy’s likes and dislikes by listening to the tape of Let’s talk. According to Ss’feedback, I will show the class a copy of the questionnaire grid and fill in the blanks as a demonstration.FruitName pears peaches oranges watermelons applesAmyAnd next Ss will watch the video to understand the whole dialogue and learn to read the dialogue correctly. Then Ss will try to act out the dialogue in pairs.Part Ⅲ. PracticeThe main purpose of this step is to help Ss learn the language items by heart and make the language relevant, practical, and communicative.Task 1: Make a new dialogueHowever, as any children’s teacher will know, it is important for Ss to learn a lot more thanEnglish in their English classes. Not only for the intellectual but also the emotional development. So I will guide Ss to make a new dialogue between Amy and her mother. For example, Amy asks her mother: Mom, do you like …? What about …? Let’s have some …Task 2: Make a new chantWe have all experienced that music an rhythm make it much easier to imitate and remember language than words which are ‘just spoken’. So I will present a chant and guide Ss to make a new chant by themselves.For example:Do you likepeaches? Do you likepeaches?Yes, I do. Yes, I do. / Yeah, very much. Yeah, very much.Do you likeoranges? Do you like oranges?No, I don’t. No, I don’t.Task 2: Make a surveyAs we know, younger learners respond to language according to what it does or what they can do with it, rather than treating it as an intellectual game or abstract system. It is important to bear in mind that children need to see the reason for doing the activity, for example, to find information in order to make a survey. Give out copies of the questionnaire grid and guide Ss to ask their neighbours for information.FruitName pears peaches oranges watermelons applesLet’s havesome …Part Ⅳ. ConsolidationAs to this step, the main purpose is to consolidate what Ss have learned during the class and deal with the exercises of the workbook.Part Ⅴ. HomeworkIn order to extend Ss’ability of using English, I think it’s necessary to give Ss some good and proper homework. And according to Ss’level, it should be largely orally based. So I will ask Ss to do a family survey and try to use English as more as possible.Above is the lecture notes of my lesson. Thank you very much!。
北师大版(三起)(2024)三年级上册英语Unit4《Friends》Lesson 1教学设计
北师大版（三起）（2024）三年级上册英语Unit4《Friends》Lesson 1教学设计一、教学内容本单元的主题是“Friends”，主要围绕介绍朋友、描述朋友的外貌特征和兴趣爱好等内容展开。
Lesson 1是本单元的第一课时，包括以下内容：1.词汇：tall,short,fat,thin。
2.句型：This is my friend.He/She is...二、学情分析三年级的学生刚刚接触英语学习，对英语充满了好奇心和学习热情。
他们在这个阶段具有以下特点：1.认知特点：学生的思维以形象思维为主，对直观、生动的事物比较感兴趣。
他们的注意力持续时间较短，需要通过多样化的教学活动来吸引他们的注意力。
2.语言基础：学生已经学习了一些简单的英语词汇和句型，如打招呼、介绍自己等。
但是，他们的词汇量和语言表达能力还比较有限，需要在教学中逐步积累和提高。
3.学习风格：三年级的学生喜欢参与各种活动，如游戏、唱歌、表演等。
在教学中，可以采用多种教学方法，满足学生的不同学习需求。
三、教学目标1.知识目标（1）能听懂、会说、认读词汇tall,short,fat,thin。
（2）能听懂、会说句型This is my friend.He/She is...并能在实际情境中运用。
2.能力目标（1）能够准确地描述人物的外貌特征。
（2）能够在小组活动中积极与他人合作，交流自己的朋友。
3.情感目标（1）培养学生对英语学习的兴趣和积极性。
（2）引导学生学会欣赏他人，珍惜友谊。
四、教学重难点1.教学重点（1）掌握词汇tall,short,fat,thin的发音和意义。
（2）掌握句型This is my friend.He/She is...并能在实际情境中运用。
2.教学难点（1）能够准确地运用形容词描述人物的外貌特征。
（2）能够在实际情境中自然地运用所学句型介绍自己的朋友。
五、教学策略1.情景教学法：通过创设生动的情景，让学生在真实的情境中学习和运用英语。
小学人教英语上下册Unit+4 lesson1《pets》教案公开课教案教学设计课件测试卷练习卷课时
Unit 4 lesson 1《pets》教案教学目标一、知识与技能学会词汇：pet, turtle, parrot, dog, cat, goldfish, monkey, rabbit, chicken, tail, smart, cute. 二、过程与方法熟练运用句型：What pet do you have / want? I have / want a dog. It's brown. What's its name? Its name is Coco. It has a short tail . It's smart.三、情感态度和价值观1．在情景创设中培养学生合作学习的能力及动手操作能力。
2．培养学生团结协作，积极进取的学习习惯。
教学重点灵活运用单词：pet, turtle, parrot, dog, cat, goldfish, monkey, rabbit, chicken, tail, smart, cute 以及向他人描述宠物的名字、颜色和特点。
教学难点学会句型：What pet do you have / want? I have / want a dog. It's brown. What's its name? Its name is Coco. It has a short tail. It's smart. 以及连续说几句描述宠物的话语。
教学方法情境教学法、角色换位法、师生互动法课前准备教学录音磁带，各种宠物的组合图片，宠物的单词图片和卡片。
课时安排六课时第一课时教学过程一、导入新课Let's chant.本课通过歌谣引入有关宠物单词的学习。
本课的新单词为：pet,turtle,parrot,dog,cat, goldfish,monkey,rabbit,chicken, tail,smart,cute.本课学生曾经在一至四册感知过的单词有：brown.在这些单词中学生已经熟悉的单词有五个：dog, cat,monkey, rabbit,chicken.宠物新词的学习对学生来讲不会太难，难点在于对”smart”和”cute”单词的理解。
人教(新版)英语三下《UNIT 4 Do you like candy》(Lesson 19)教案
能力目标
激发和培养学生学习英语的兴趣，使学生树立学习的自信心；发展自主学习的能力和合作精神。
情感目标
培养学生积极学习英语的态度；使学生之间能团结协作，发扬合作精神；在此基础上乐于模仿，敢于开口，积极参与，主动请教。
教学重点
Letters: Cc Dd
Words : candy doughnut
Drills: I don’t like… I like…
6)Listen and number the new dialogue and then read after the tape
7)Practice in groups
Act out the dialogue in front of the class
1)Grandma lo it ill let’s go to see her with some food or take part in Mary’s party please.
A：基本要求（听，说，读，写，演，画，唱）B：高级要求（理解和运用）
课题
学习目标
A
B
语言
要素
词汇
candy doughnut
√
语音
语言
目标
I don't like… I like…
√
话题
要求
Food and fruit
√
任务
设计
Grandma is ill, Let’s go to see her or take part in Mary’s party
教学难点
Drills: I don’t like…
I like…
课型
新授课
教具
Tape recorder, slide show，
三年级下册英语教案-Unit 1《Let’s go to school》(Lesson1)人教精通版
Unit 1 Let’s go to school! 第一周Lesson One:一．三维教学目标：一）知识与技能目标：1. 指导学生能在真实的情景中理解、会说以下句子：Let’s go to school. Let’s go. 并能在现实生活中灵活运用这些语言。
2. 帮助学生正确地听、说、认读本课出现的与学校生活有关的生词：classroom, school，要求学生灵活运用这些词造句、编对话进行操练，并能在实际生活中交际运用。
二）过程与方法目标：1. 本课书是新版英语三年级下册书的第一课,课前通过开学的亲切问候直接学习，Nice to see you again，营造亲切自然的课堂氛围。
然后设立“新学期开始后,同学之间该怎样互致问候呢?”的情景，通过小组准备后到前面表演,调动学生的积极性和创造性。
让学生用所学过的问候语Hi / Hello! Glad to see you.进行互相问候,为导入新课做准备。
2.巧用假期作业，将同学们自己设计的学校拿出来展示，学习本课的新知。
并通过听录音、跟读模仿，使学生熟悉如何用英语打招呼、发指令、询问并介绍物品，培养学生灵活运用语言的能力。
3. 通过小组合作方法培养学生收集信息、整理信息、分析信息的能力。
三）情感态度与价值观通过对话教学活动，培养学生主动与他人交际的意愿；使他们逐渐形成相互了解、团结友爱等积极的情感态度和主动合作的意识，同时提高学生的学习兴趣。
二．教学重难点1.Learn the sentences.①Nice to see you again.②Let’s go to school.2.Act out and make up the dialogue.三．学情分析：本单元是新版小学英语三年级下册的第一个单元，是学生们在学完三年级上册后对英语有了初步了解后开始学习的。
三年级学生对英语是充满好奇的，教师要充分利用好这点，并努力让他们继续保持对英语学习的兴趣和热情。
人教新版英语三下《Unit 1 Lesson 3》教学设计
Lesson 3 What’s in it?Type: newPeriod: 第三课时Number: 6Aim of teaching: Three skills：1. Just speak: Look at my new pencil-box. How nice! What’s in it?2.Just read: marker crayon3.Let’s play:Focal point: marker crayonDifficult point:可数名词单数前面要用a/an.Teaching method: Communicative approachTeaching tools: tape pictures powerpointProcess of teaching:一、Warm-up1.Sing an English song: “ Nice to see you again.”.2.Review the words: storybook water bottle bag book pen pencil glueeraser ruler pencil-box3.Practice the dialogue in Lesson2.二、Presentation1．Practice the drills: I have a …Use the words below: bag book pen pencil storybook water bottle, then teach the new words:marker crayon.2．The teacher takes out a big bag and says: Look! I have a big bag. Practice the drill: I have a pencil-box I have a storybook.Then points to the bag and asks: What’s in the bag?3．Review the old words: storybook pencil-box4．Show the picture in Lesson3, then play the tape and read the drills.三、Practice1.Practice the drills: Guess what’s in… and Look at …2.Practice the dialogue in pairs.四、HomeworkWrite the new words: storybook crayon板书设计： Lesson3 Good morning!storybook crayon 故事书蜡笔教学回顾：。
新版闽教英语三年级上册Unit4 Lesson1教学设计
闽教英语三年级上册Unit4 Lesson1教学设计一、教学目标：知识与技能：学生能够正确识别并说出单词father, mother, brother, sister, cake；能够熟练运用关键句子“This is my father.”和“This is my sister, Kate.”介绍家庭成员。
过程与方法：通过图片展示、角色扮演、家庭相册分享等方式，使学生在轻松愉快的氛围中学习新词汇和句型，提高语言运用能力。
情感态度与价值观：培养学生对家庭的爱与尊重，增强家庭成员间的情感联系，同时激发学生的英语学习兴趣。
二、教学重难点：重点：掌握单词father, mother, brother, sister, cake 的发音和含义；熟练运用“This is my...”句型介绍家庭成员。
难点：在实际情境中灵活运用所学词汇和句型，特别是人名（如Kate）与家庭成员称谓的结合使用。
三、教学准备：多媒体课件（包含家庭成员图片、家庭活动视频）家庭成员图片卡片家庭相册（可选，用于学生分享）小蛋糕模型或图片（用于词汇教学）四、教学过程：1、Warm-up & Lead-in (5分钟)歌曲导入：播放一首关于家庭的英文儿歌，如“The Family Song”，营造温馨的家庭氛围，同时复习已学词汇。
自由谈论：引导学生谈论自己的家庭，如“How many people are there in your family?”“Who are they?”以此引入新课主题。
2、Presentation (10分钟)新单词教学：利用多媒体课件展示家庭成员图片，逐一介绍单词father, mother, brother, sister, cake，并引导学生跟读。
通过实物或图片展示小蛋糕，帮助学生理解cake的含义，并简单介绍其英文发音和拼写。
句型教学：教师示范使用“This is my father.”句型介绍图片中的家庭成员，并引导学生模仿。
小学英语《Unit 4 Lesson1 We have a big living room》优质教案、教学设计
鲁科版小学英语三年级下册Unit 4 HomeLesson 1 We have a big living room.教学设计【教学内容】(P26)【教学目标】1. 能听懂、会说、认读单词：welcome, home, we, beautiful, living room, dining room, bedrooms2. 能听懂、会说、认读并运用句型：“We have a big living room.”3. 能运用所学句型描述自己家庭的房间，培养学生热爱自己家庭的意识等【教学重难点】1. 重点：能听懂、会说、认读living room, dining room, bedroom 并灵活运用句型：“We have a big living room.”看懂和理解Read and write 部分的短文，并能独立完成该部分的题目。
2. 难点：单词的发音及运用。
【评价方式】凡是上课积极回答的个人或小组都为本小组赢得一分【教具准备】教学课件，单词卡，头饰，图画卡片等。
【课前准备】：T: Before class,We divided into 8 groups，if you did a good job, you will get 1 point for your group.At last .let’s look.Which group is the winnerof this class. I felt your confidence deeply.so every group will get 1 point.So everybody try your best,OK? Class begins.设计意图：课前分好小组，明确评价方式，为同学们上课提供了学习动力，增强小组合作意识及集体荣誉感。
【教学过程】：【Step1 warm-up】1、Greetings2、板书课题后let’s chant.Say and do the actions with the video.Go to the living room.Watch TV.Go to the kitchen. Havesome chicken. Go tothe bedroom. Have anice dream.【设计意图】：播放chant,师生共同边说边做，既为学生创造了一个轻松愉悦的学习氛围，又为学习新知做了较好的铺垫。
新人教新版英语六年级下册《unit1 how was your holiday》lesson 4教学设计(精品).doc
人教新版六年级英语下册教案Unit1 How was your holidayLesson 4Teaching Time:Lesson Type : Practice lessonI Teaching Aims and Demands1 Main words : shop , bookstore \ bookshop ,cinema , science museum .2 Main sentences : Where were you yesterday ? I was at home . Were you at the bookshop last Sunday ? Yes , I was . \ No , I was at the cinema .3 Let’s act .4 Let’s read and chant :5 The ability of Ss’ reading and writing .II Teaching Important and Difficult point1 Apply the sentences to the real situation .2 Make sentences with the words .3 Can understand and speak out in right tone .III Teaching AidsPicture card , recorder , sticker .IV.Teaching Methods1 Situational Teaching Method2 Listening and Speaking3 TPR happy Teaching MethodV Teaching Affection1 To promote the Ss’ confidence and interest .2 Learn to cooperate with others .3 Develop the Ss’ innovation .VI Teaching ProceduresStep 1 Warming-up (5’)(1) Free talking .\ Greeting .Step 2 Presentation (20’)(1) T : Hi ! What were you do last Sunday ? \ Where were you last Sunday ?(2) Ss : ---(3) T : Look at the picture Where was he \ she in last Sunday ? Ss : --- . How about you ? Were you at the bookshop last Sunday ? Ss : --- .(4) The Ss ask and answer each other like this .(5) Listen to the tape and repeat .Step 3 Practice (10’)(1) Make the sentences with the words .(2) Let’s act in you group .Step 4 Assessments (5’)(1) Let’s read and chant .(2) Write the main words and sentences .VII The Blackboard and DesignUnit 1 Lesson 4A :Where were you yesterday ?B : I was at home .A : Were you at the booksshop last Sunday ?B : Yes , I was .No, Iwasn’t . I was at the cinema .VIII Back Courting。
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Lesson4 What’s in my bag?
Type:
new
Period:
第三课时
Aim of teaching:
Three skills：1. Just speak: What’s in my bag?
2.Just read: English book Chinese book
3.Let’s play:
Focal point:
English book Chinese book
Difficult point:
不定冠词an/a 用法
Teaching method:
Communicative approach
Teaching tools:
tape pictures powerpoint
Process of teaching:
一、Warm-up
1. Sing an English song: “ Here we go round”.
2. Greeting each other: Good morning, Miss Song.
Good morning, boys and girls.
3. Practice the drills: Look at„, How nice! What’s in„
二、Presentation
1. Teach the new words: A Chinese book/An English book. And ask: Guess
what’s this?
2. The teacher takes out a bag and ask: What’s in my bag? Can you
guess? The Ss answer: A Chinese book ,An English book.The teacher
says: Yes. Look, a Chinese book/ An English book.
3. Play the tape and read it.
4. Practice the dialogue: What’s in my bag? Can you guess?
三、Practice
1. Play a game: Guess what’s in my bag? A pencil-box.
2. Review the old words: pencil-box Chinese book crayon
storybook
四、Homework
Write the new words on the note: Chinese book English book
板书设计：
Lesson4 What’s in my bag?
Chinese book English book
汉语书 英语书
教学回顾：